TYPES OF ENVIRONMENTAL PROJECTS AND THE ALGORITHM OF THEIR DEVELOPMENT ON THE BASIS OF THE PROJECT-TASK APPROACH

Abstract

The article deals with the problem of applying the project approach in environmental education of students of lyceums, which is connected with the lack in the theory of pedagogy of typology of ecological projects and the algorithm of their development. As a result, students use information from easily accessible sources. In the end, student development projects, by their content, contain superficial environmental information of a theoretical nature.

The source base that provides the basis for justifying the types and types of tasks that can be used in educational activities to solve environmental problems is outlined.

Emphasis is placed on the expediency of using the project approach in combination with others. In particular, with a task approach, the effectiveness of which is enhanced by complementing the problematic approach that by nature is intended to solve problems of different levels in environmental activities.

The initial concept of the problematic approach "task" and "problem" is analyzed, since the task in the ready form exists only in textbooks, in the project activity the problem situation and the problem are primary. Which types and types of tasks should be solved to solve them?

The types of environmental projects that meet the types of tasks that exist in the theory of the task approach and that can be addressed by students in the learning environment are substantiated. Their dependence on the levels of environmental problems is shown. The characteristics of such projects and the nature of the knowledge that students acquire when developing such projects are outlined. An algorithm for the development of environmental projects is proposed, which is conditioned by the logic of the process of solving the problems of six kinds. The application of such an algorithm contributes to: attracting cross-curricular knowledge that is required in environmental activities; taking into account the personal characteristics and potential of the students in the work on the project.